What Is Family Based Intervention

The Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the child’s family during the Individualized Education Program (IEP) process. Parents and/or caregivers are considered one of the most essential members of their child’s IEP team. Their involvement benefits their child’s overall academic success. Unfortunately, full parental involvement does not always occur and there can be many different reasons for their nonparticipation. The IEP process can be a very overwhelming experience for families with children with special needs, especially for those who are culturally diverse. It is the job of the professionals and special education teachers to understand the importance of collaborating with family’s

To begin my intervention I need to gather information that will help me understand the family. Mrs. Mann, a 38 year old Hispanic mother of three children, Trig (10 yrs.), William (8 yrs.), and Sally (5yrs.) contacted the community behavioral health clinic after her son Trig was suspended from school for fighting. Mrs. Mann works part time as an office manager and is highly concerned for her son. Mrs. Mann shared that due to the physical abuse and alcohol addiction of her husband she demanded that he leave the house. Mr. Joe Mann left the house three months ago after the demands of his wife. This event has changed the structure of the family, creating stress and communication issues. Based on the information from Mrs. Mann my client, Trig,

The special education teacher is in charge of informing the family on when and where the Individualized Education Program will take place. The family of the student will discuss the necessary content of the individual’s program, how reports will be received to express the child’s progress, and who will be included within the Individualized Education Program team. There will also be considerations in the development of the program, the specific role of the regular education teacher, and the requests of review and revision of the Individualized Education Program. Overall, the family plays a huge role in developing the Individualized Education Program and the parent’s consent must be obtained in order for the IEP to go forward or even be altered.

As a parent, learning that your child has developmental disabilities can be a life altering moment in time and can cause a devastating chain reaction of events. These events have the potential to change family priorities and structure, hurt relationships, deplete financial savings and stability, and emotionally drain everyone intimately involved with you and your child. How do you find human services programs, agencies, or advocates, whose primary job is to help you provide everything your child needs? It certainly can be an overwhelming barrier, but it's the first step in giving you, your child, and your family a plan of action, goals, success, good mental health and bringing everyone back together.

Family assessments can be complex and challenging because all families are found to be unique and so are the issues they encounter and the solutions they find (Holland, 2005). This essay will examine a case study that is mentioned within the appendix; and use theoretical models to formulate a bio-psychosocial assessment in the light of the family’s family life stage and provide a brief intervention. This essay will first state the presenting issues and then go onto formulating a bio psychosocial assessment and will draw learning from different theoretical frameworks such as the multidimensional approach; functional family therapy model, collaborative family work model, multigenerational family systems model to inform the assessment. Aspects of the theory and how they inform the assessment will be highlighted and risk and protective factors will be identified through the assessment. The essay will conclude with a brief intervention plan based on the assessment formulated and the theories used.

“One of the essential roles of special education teachers is coteaching and working with other professionals, as well as communicating with family members and between special education teachers and other school-related professionals(Vaughn & Bos, 2015, p. 114)”. With the importance of a least restrictive environment special education and general education teachers are working together in a classroom with varying levels and abilities of learners. It is vitally important to have an effective relationship between the two teachers while developing and implementing lesson plans for learners with special needs. The physical space and dynamics of the classroom should fit the needs of the students and the established procedures should ensure a highly functional environment. Importantly, educators need to communicate to families “encouragement about what they can do at home and about an effective plan for providing instructional supports for their child(Vaughn & Bos, 2015, p. 114)”.

“Key to success in collaborating with families of young children with special needs is a commitment to coordinated planning and communication between teachers and early intervention staff that establishing ongoing communication and linking families to community resources”. (Kasczmarek, 2006)

The transition to childhood can be a very difficult process for children with disabilities because they are entering an unfamiliar world with many different new things to explore and to survive this world there are certain skills that must be acquired. To develop those skills teachers, families, school staff, agencies and other professional come together to help students set goals and learn skills that are necessary to maintain a living, get a job and furthering their education, this preparation help facilitate the transition into adult life . During the transition planning different services and activities are develop to help student with

To best suit a child with special needs a variety of different elements need to be considered to develop the best plan for the child. This is why it is important to understand that not every child with special needs has a mom or dad. They may have a foster parent and it is the responsibility of the special education teacher to include the foster parent and work with all members of the family. Next, it is important to understand the a disability not only impacts the child but siblings as well. Some siblings may be very helpful while others may act out, it is important to consider siblings when creating a plan as well. Lastly, as a special education teacher, it is important to consider if any extended family help with any responsibility with raising the child. A child has a greater rate of success when all members of the family are working together and are on the same

The direct role of the strategic family therapist is more invasive than any other therapist. In the strategic family therapy the therapist spends most of their time giving attention directly to the family to focus on their challenges. The role of the strategic family therapist provides solutions to the client’s issues. As a strategic family therapist it important that the therapist focuses on the core issues within the family. The therapists will start interventions based on the needs of the family. The main concerns of the strategic therapist are the functionality of the family. The basic role of the therapist is problem solving in therapeutic sessions. This will enable the therapist to motivate family members to work towards

The benefits of early intervention (EI) and early childhood education (ECE) are very clear. They help improve children’s skills, knowledge, and way of navigating the world while having some form of a disability. EI is usually provided in the child’s home, giving their family the opportunity to learn more about their child and how to assist in creating a better life for him/her. It also gets the entire family involved in the care of the child, which is important for parents who feel that they may not be able to make a difference in their child’s life or for parents who believe it is their fault that their child has a disability. Through education and services provided, the family will be able to function as efficiently as would a family who doesn’t have a member with a disability.

Interventions are a key component when assisting individuals and families with issues that present in their lifestyle. There are number of interventions for issues that can generate a change for the better. Two interventions part of the Strategic Family Therapy model to use for L.E. and her daughter, B.V., and their issues are to work on changing their issues outside of sessions, and to interrupt/intervene when there are unhealthy sequences that are being shown in the sessions. These two chosen interventions are beneficial for both of them to work on changing interactions and behaviors when in and not in the sessions with my assistance. L.E. and B.V. working on changing the issues that are present in their and affecting their relationship outside

Children with developmental and intellectual disabilities may encounter difficulties with their activities of daily living that may often lead to poorer health outcomes concerning their educational performances, quality of care and needs (Lindly, Sinche, & Zuckerman, 2015). The demand for health care support is high among this population as parents and child experiences an imbalance in their routine as the care starts to become complex (Robert, Leblanc, & Boyer, 2015). These families need additional support in order to alleviate their situation. As a child goes through their stages in life, the expectations start to rise to a greater level such as being able to read and write, interact with other people, and other developmental

The last CEC standard reviews the importance of effective and production collaboration between families, service providers, educators, community agencies, and most importantly individuals with exceptionalities. Although I have collaborated with other educational professionals for seventeen years, I did not understand the components and strategies for effective collaboration until completing the graduate program. After completing the course, I have changed some of the ways and manners in which I collaborate with other education professionals and families of individuals with special needs. Since changing the ways in which I collaborate, I can tell a positive change in my professional and personal relationships with others.

Parents have special knowledge about their child that school personnel might be unaware of. This aspect of parental involvement is especially important when applying special education services for a child with disabilities (Smith et al., 2005). That being said, parents need to understand that while they know a lot about their child overall, the school knows a lot about their child in an academic setting. It is very important to have open lines of communication and mutual respect for each other; to be able to bring together these different aspects of the child to create a successful intervention allowing complete access to education.